Table 3:

Chair interview responses

Theme	Quotes
Funding	“some of that money comes from philanthropy, some of it comes from clinical margins, some of it comes from indirect cost recovery. It can come from lots of different places and for very junior people we know that they’re gonna be in deficit for three years or so. That mid-level people need to be holding their own, but we don’t expect them to give up much and more senior faculty have to be so good that they’re making more than they need.”
Expectations	“Everybody that we recruit has to sign some sort of a contract. And really in that we outline how the commitments are and how the time is projected, and it is a two-way commitment that both will be, you know, both have to be obligated to. And again, I think establishing that up front with a realistic expectation works.”
Setting up for success	“so we are very explicit about forcing new faculty to have a mentoring committee, not just a mentor… they have to organize within three months of arrival [and] that within six months of arrival they have to have an NIH-styled specific aim page vetted and have met with their mentoring committee multiple times and that the committee cannot be people within their own division, you can have one or two people from the department but it needs to be the subject matter experts, not just people that are friends. And…those people on the mentoring committee need to be approved as being successful researchers themselves.” “So that’s one thing and the junior people when they come here are also assigned very specifically a single mentor, and typically that mentor will be part of that committee. And more- they generally work in their lab or are committed to their lab for two or three years before getting their own space, and you know, as you know a junior faculty, much more often than not, they have a decent background in basic science than typically you know, two or three years since they’ve been in the lab and finishing residency and or fellowship and so I think it makes sense at a lot of levels to sort of embed them in an established lab at the start and as they work toward independence.”
Aptitude vs interest in basic science	“I’ve had a couple of faculty that desperately thought that they wanted to be scientists, but when you really got down to it, they really didn’t want to be scientists, they wanted to think of themselves as scientists. But they didn’t want to actually do it.”